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The effects of self-instructional training on job-task sequencing: Suggesting a problem-solving strategy

ABSTRACT

Investigated the effects of a self-instructional training package on the job-task sequencing of 4 mentally retarded students (aged 18–20 yrs, IQs 43–65). The effects of training on the Ss' task completion and task repetition were also examined. Findings indicate that training increased job-task sequencing for all Ss. Data reveal increases in task completion for 3 Ss and decreases in task repetition for all Ss. Target behaviors were maintained up to 3 mo posttraining. Results support the use of self-instruction in the vocational training of mentally retarded persons. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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    • "Teaching self-instructing was associated with desirable behavior change, but self-instructions were often not exhibited outside of training. In some studies, when subjects did use self-instructions, there was a relationship between the use of the statements and desirable behavior change (Agran et al., 1986; Keogh et al., 1984; Whitman et al., 1987). Overall, few studies employed specific procedures to increase the likelihood that the self-management procedures themselves would maintain or generalize. "
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    ABSTRACT: Self-management procedures, such as self-monitoring, self-administering consequences, and self-instructing, are frequently taught to people with developmental disabilities. In this paper, research examining the use of self-management procedures is reviewed and critiqued. Areas for future investigation are discussed.
    Preview · Article · Feb 1992 · Research in Developmental Disabilities
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    ABSTRACT: This chapter focuses on the use of self-control procedures to enable individuals who are mentally retarded to become more independent. Self-monitoring, self-administered and self-determined reinforcers, and self-managed antecedent cues have had a significant impact upon a variety of behaviors in the laboratory, classroom, and work setting. In the few studies that compare self-control strategies to traditional intervention, the self-control strategies are more successful than trainer-based traditional approaches. Many questions remain to be answered regarding the separate effects of these procedure, such as the relative contributions of each procedure involved in various packages or the precise factors involved in obtaining changes in behavior. Rather than continue to use intervention approaches within community based programs that often promote dependency, alternative strategies need to be considered. Thus, infusion of self-control interventions within educational, vocational, and residential programs may help individuals who are mentally retarded become more a part of their community.
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    Full-text · Article · Feb 1989 · Journal of Applied Behavior Analysis
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